The Role of Astronomy in Society and Culture Proceedings IAU Symposium No. 260, 2009 c International Astronomical Union 2011 D. Valls-Gabaud & A. Boksenberg, eds. doi:10.1017/S1743921311003000 Status of Astronomy at Mbarara University of Science and Technology Simon Anguma and Edward Jurua Department of Physics, Mbarara University of Science and Technology, P.O. Box 1410 Mbarara, Uganda email: [email protected], [email protected] Abstract. In this paper, we describe the role astronomy has played in interesting students towards taking physics as a major subject during their final year in Mbarara University of Science and Technology (MUST). This has resulted into some former students from MUST taking up postgraduate studies in Astrophysics and Space Science in South African Universities. The plans to strengthen and develop Astronomy in Uganda are also discussed, and in particular, the strategies for organizing the IYA2009 are outlined. Keywords. Keyword1, keyword2, keyword3, etc. 1. Introduction Mbarara University of Science and Technology (MUST) is located in Mbarara Dis- trict in South Western Uganda. It was the second public University to be established in Uganda. Other public universities in Uganda include Makerere and Kyambogo Uni- versities which are both located in Kampala, Gulu University in Northern Uganda, and Busitema University located in Tororo town found in the Eastern part of the country. In addition to the five public Universities, there are 22 recognised private Universities and 37 public tertiary Institutions in Uganda†. World-wide, universities have provided a “pipeline” for science and technology in- novation, generating thousands of technology licenses and spinning off new technology enterprises‡. Therefore, the roleˆ science and technology play in economic development cannot be under-rated and universities have a direct stake in this process. In Uganda, all the five public universities offer science and technology-related pro- grammes, whereas most of the private universities do not offer science-related programmes. Aware of the fact that a knowledge-based economy requires scientific and technological expertise, which are both strongly influenced by the strength of training in science and technology, the Government of Uganda established Mbarara University of Science and Technology (MUST) in 1989 with the main purpose of addressing the country’s human resource needs in science and technology. Being a relatively new university, MUST has currently three faculties and two Institutes, viz. Faculty of Medicine, Faculty of Sci- ence, Faculty of Development Studies, Institute of Computer Science, and Institute of Tropical Forest Conservation located in Bwindi Impenetrable Forest. The Faculty of Sci- ence was established primarily to respond to the acute shortage of science teachers in the † Uganda National Council for Higher Education, www.unche.or.ug/page2.php?nid=5 ‡ Diane Palmintera (2005) Accelerating Economic Development through University Technol- ogy Transfer, www.innovationassoc.com/docs/CT NatRpt.ExSumm.pdf 674 Astronomy at Mbarara University 675 country by training science teachers for secondary schools and other tertiary institutions. Since its inception, over 400 science teachers have graduated from the University despite the fact that very few students enroll for science combinations at the high school level. Therefore, there is need to encourage and motivate students to study science subjects and this can be achieved through the introduction of new and stimulating subjects such as astronomy and space science into the university curriculum. Fierro (1999) emphatically described Astronomy as the most appealing subject and an excellent tool for conveying scientific knowledge to young students. Besides, astronomical discoveries virtually inter- ests everyone on the globe as astronomy is a frontier science, unlike other natural sciences, it takes the universe for its laboratory, in which physical laws and theories are applied, tested and refined at temperatures, pressures and scales unobtainable in terrestrial lab- oratories (Stobie 1995). It is quite exciting to deal with such monstrous quantities which are of physical reality! Furthermore, Astrophysics is not only amazing in terms of scales of quantities, but it also makes students appreciate the interpretations of mathematical representations of the physical world appropriately (Anguma & Ayikoru 2004). It is an attractive science not only because it stretches the imagination but because it is highly interdisciplinary (Anguma & Ayikoru 2004). Due to this interdisciplinary nature, stu- dents are trained to solve problems which give them a broader view of science; a factor vital for the creation of a scientific culture and creativity in society. Most interestingly, astronomy can be done as a hobby, compared to other science subjects, which not many people would wish to pursue and seriously enjoy as a hobby. Amateur astronomers who enjoy the subject as a hobby at times contribute scientifically useful observations in astronomy, something uncommon with other sciences! In the light of the above background, the next section describes how astronomy has changed the students’ perception towards science subjects. 2. Astrophysics/Astronomy as a course unit in Physics Department Astrophysics was introduced as one of the physics course units in MUST by the first author in October 2001, after completing a six months training in astronomical data collection, analysis, and interpretation under UNESCO Pilot African Academic Exchange Programme at the South African Astronomical Observatory (SAAO) in Cape Town. Since then, the number of students opting for physics as a major subject in their final year at the university has been increasing as shown in Fig. 1. Most students (72%) reported that their main reason for opting for physics as a major subject in their final year was the interest and passion to pursue astronomy further in their future academic endeavours. Therefore, the introduction of Astronomy has had an impact in interesting and attracting students to offer physics during their final year. In order to further develop astronomy in MUST and the country at large, our primary target was to encourage young academics and other students to pursue further training at postgraduate level in the various fields of astronomy. Table 1, below shows the list of staff and student from MUST who have engaged in postgraduate training in astrophysics. 3. Short-term Plans The immediate plans (five to ten years) include: (a) Continued teaching of basic Astronomy/Astrophysics as a physics course for un- dergraduate students (b) Advocate for increased recruitment of academic staff in Physics department so that a good number of competencies can be attracted to build the astrophysics department. 676 S. Anguma & E. Jurua Figure 1. Number of applicants for physics major from 2001 to 2008. Table 1. Table showing the staff and students who have engaged in postgraduate programmes in Astrophysics and Space science. Name Programme Year of entry Institution Status 1 Dr Edward Jurua PhD Astrophysics 2003 Univ. Free State in S.A. compl. 2008 2 Mr Thomas Baluku PhD Space Science 2004 Univ. Kwazulu Natal cont 3 Mr J Bosco Habarulema PhD Space Science 2005 Rhodes Univ. cont 4 Mr J Bosco Oruru PhD Astrophysics 2006 Univ. Free State in S.A. cont 5 Mr Daniel Opolot MSc Astrophysics 2007 Univ. Western Cape cont 6 Mr Oyiwoth Abedigamba MSc Astrophysics 2008 Univ. Cape Town cont 7 Mr Mutambazi Tom MSc Astrophysics 2008 Univ. Cape Town cont 8 Mr Amabayo Bertilus Emirant Deg. in Ast. Space Sci. 2009 Univ. Cape Town cont 9 Ms Athieno Rechal Deg. in Ast. Space Sci. 2009 Univ. Cape Town cont (c) Set up a modest computer laboratory implemented with most of the relevant soft- ware needed for astrophysical data reduction and analysis. (d) Set up an Astronomy/Astrophysics library within the physics department contain- ing the basic Astronomy/Astrophysics literature in both soft and hard copies. (e) Initiate sustainable public awareness campaigns through both electronic and print media as well as through seminars and open days. 4. Long-term Plans The long-term plans include: (a) Strengthening the teaching of Astronomy/Astrophysics at undergraduate by re- viewing the current curriculum. (b) Introduce Astrophysics at postgraduate level and review the current curriculum to cater for postgraduate level. (c) Start collaborative research project with SAAO (SALT) and other Universities both within and outside Africa which offer Astronomy/Astrophysics at postgraduate level. (d) Organise school tours and Astronomy/Astrophysics open days for schools and interested members of the local communities. Astronomy at Mbarara University 677 (e) Arrange astronomy contests for school children. This will motivate school children to take science subjects at secondary school and thereafter at the university. (f) Acquire a small telescope through donations and other sources. (g) Advocate for the integration of Astronomy in the National Curriculum for schools. 5. The International Year of Astronomy (IYA 2009) The year 2009 was declared by the General Assembly of the United Nations as the International year of Astronomy (IYA2009). This is to mark 400 years of observational astronomy since Galileo Galilei used the first telescope for observations of the sky. In Uganda, Mbarara University of Science and Technology is spearheading the organisation of several events to mark the IYA2009. The main highlights of the events that characterise the IYA2009 in Uganda